Abstract
Teaching the Ukrainian language is considered in the context of the formation of a pupil’s communicative competence, his ability to perform actively productive and reproductive speech activity in an oral and written form, various situations and spheres of communication. A communicative competence is classified as an integral complicated concept which consists of major components speech, lingual, discourse, socio-cultural, active competences. The linguistic-didactic organization of language teaching consists in following competent, individual and communicative-active approaches during a teaching process and in getting completely involved in the communication situation aimed at the development of each component of a pupil’s communicative competence. The technology of language teaching was worked out and tested in the research (personally-oriented, problem, active, interactive, development of critical thinking) as well as linguistic-didactic tools (synthesis of traditional and innovative forms, techniques and means of teaching, a technological system of teaching methods). The technology of language teaching is classified as a system, specially organized, goal-oriented design of an educative collaboration of a teacher and pupils based on the subject-subjective interaction, realization of all technological components, constant feedback, current and final reflection, control and correction of the actions aimed at ensuring a final result. The research results show positive changes in the levels of pupils’ formed communicative competence. Teaching was realized in the process of a native (Ukrainian) language at a general education school.
Highlights
A social request and reformation of the system of education predetermines and requires raising an important question – the creation of a linguistic personality in the system of globalization tendencies of society
A small number of pupils understand a concept “communication” (34.3%) and “addressee” (23.6%). 47.3% of pupils know with which words to address an interlocutor and 22.5% of pupils are familiar with the role of adjectives in speech. 62.7% made a mistake in choosing a relevant sentence in a verbally described communication situation
We received most of the accurate answers (51.2%) to the question about the number of polylog participants. 18.6% of the pupils were able to say what communicative motive was. 21.5% of the pupils gave a correct consequence of the elements of a communicative situation which should be used in the process of speech making. 23.9% of the tested pupils state that facial expressions and gestures are a non-verbal demonstration of the attention to an interlocutor. 45.8% of the pupils realize that it is necessary to use thinking and narratives in the process of a discussion
Summary
A social request and reformation of the system of education predetermines and requires raising an important question – the creation of a linguistic personality in the system of globalization tendencies of society. Which is why a current stage of language teaching, the introduction of a concept “New Ukrainian school” are characterized by the intention to identify and work out theoretic-methodological principles, ways and means of the efficient development of an individuality’s communicative competence. The peculiarity of modern development of Ukrainian-language school education is related to its focus on the formation of general and substantive communicative competences of the linguistic personality of students (Kucheruk, 2018). A communicative competence as a methodological category by its contents defines a dominating direction of an educational process and it is oriented directly towards a practical aspect of language teaching. Researchers understand a communicative competence as a complex use of verbal and non-verbal means with the aim of communication, the intercourse in concrete social-routine situations, the ability to orientate in a communication situation, the initiative in the intercourse (Brumfit, 1990).
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